Auto-representação de estudantes com deficiência intelectual: a imagem de si na escola pública regular em Goiânia

• Autor(a) principal: Faria, Raclene Ataide de
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/3990
• topic: Auto-representação; Deficiência intelectual; Educação regular; Self-representation; Intellectual disabilities; Regular education; CIENCIAS HUMANAS::SOCIOLOGIA

The 20th century was characterized by triggering debates about human rights and citizenship. The offset of the claims of the macrstructural plan for the identity-oriented for the emergence of new social movements and the mobilization for the rights of persons with disabilities to live in segregated and not discriminatory environments. These mobilizations is the paradigm of inclusive education, subject and object of a few conventions, international agreements, of "review" of the Brazilian educational legislation, the extension of theoretical productions and re/organization of school classes. This process intensified in the second half of the year 1990, has caused significant changes in life and social relations of persons with disabilities, since questions and forge the breakup of dichotomous division between special education and regular education and allows a wider social coexistence. With the goal of realizing the auto representações that adolescents with intellectual disabilities have of themselves, formed a research group with students of cycle III in municipal schools in Goiânia. The choice of the subject of the research is the result of the contradiction that exists between the emergence of inclusive paradigm and the process of gene silencing of people with intellectual disabilities, given the difficulty of their autonomous institutional organization and belittling their ability to formulate opinions and critical analysis. The group consists of twenty people, most of the male students from 11 schools located in various regions of the capital. The data collection instruments were depth interviews, life story fundamentally and analysis of school documents. The main theoretical framework is formed, among others, by Alonso, Berger and Luckmann, Bourdieu, Goffman, Habermas, Mantoan, Mazzotta, Moscovici, Silva, Taylor and Bogdan, also, by official documents about the Brazilian school education and documents drawn from international conventions and agreements on education and the rights of people with intellectual disabilities. The bibliographical research showed that the representations are constructed socially, expressed in the political sphere of discourse-semantic mode, linked to the experiences of social coexistence and sociability of the subjects in the social institutions and historically anchored. Empirical research has shown that the Group of people with intellectual disabilities, regarding the physical characteristics, behavioral, health and personal development, is, in itself, a very heterogeneous group. Despite personal differences, the autorepresentações make explicit a positive self-image of themselves as a student in regular public school in Goiânia; the desire to keep your education process in schools and regular classes; the commitment to present a good social image of itself, taking advantage of postures in/discipline to give visibility to a positive image in relation to its peers; the importance of colleagues, teachers, the conversations and all forms of sociality made possible at school for personal well-being; the appreciation for the school and for the friendships; the posture of victimhood and ambiguous situation not to be in a process where conflicts the various representations about the person with intellectual disabilities, their rights, possibilities and potential.